I.

Name of members
UNIT 8
Gerome D. Tomas
Jasmin V. Ignacio

II. Topic

“ TPACK ( TECHNOLOGY,PEDAGOGY AND CONTENT KNOWLEDGE)

III. Abstract
TPACK- it stands for Technological, Pedagogical, And Content Knowledge.
It is a framework in order to understand and describe the kinds of knowledge needed by
a teacher for effective pedagogical practice in a technology- enhanced learning
environment.

Mishra and Koehler proposed that content knowledge , pedagogical knowledge and
technology knowledge concurrently provides a framework for technology integration in
the curriculum.

There are three main components of teacher’s knowledge: content, pedagogy and
technology.
IV. Introduction

:Did you find it ? 🔍

The readers will learn that TPACK, or Technological Pedagogical Content Knowledge,
is a model that helps teachers consider how their knowledge domains intersect in order
to effectively teach and engage students with technology. Learn more about TPACK
and how you can combine your knowledge of content, pedagogy, and technology for
innovative teaching and learning.

V. Body

Technological Pedagogical Content Knowledge (TPACK; Koehler & Mishra, 2008;

Mishra & Koehler, 2006) is probably the most prominent model of teacher expertise
regarding the educational use of digital technologies (Chai, Koh, & Tsai, 2013; Hew,
Lan, Tang, Jia, & Lo, 2019; Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2013).
According to this model, which is an extension of the Pedagogical Content Knowledge
framework proposed by Shulman (1986, 1987), teachers need to combine different
knowledge dimensions to effectively teach with technology. These include the three
core components of pedagogical knowledge (PK), content knowledge (CK), and
technological knowledge (TK). In addition, there are three first level hybrid components
formed at their intersections, namely pedagogical content knowledge (PCK),
technological pedagogical knowledge (TPK), and technological content knowledge
(TCK). These combine into the second level hybrid component, technological
pedagogical content knowledge (TPCK), which is the most complex type of knowledge.
It relies on a creative combination and alignment of all other knowledge domains
mentioned previously. Recently, contextual knowledge has also been described as an
additional area of knowledge, which needs to be considered to adapt technology use to
individual students, specific classrooms, schools, or to the developments of society at
large (Mishra, 2019; Porras-Hernández & Salinas-Amescua, 2013; Rosenberg &
Koehler, 2015).
According to Chai et al. (2013), the TPACK framework has been primarily used to
assess teachers’ levels of competence and to design teacher professional development
activities that are intended to build up TPACK. The literature presents many institutional
case studies or intervention studies addressing these points (Starkey, 2019; Tondeur et
al., 2012; Wang, Schmidt-Crawford, & Jin, 2018). In contrast to previous approaches,
these professional development activities stressed the importance of content-specific
and creative lesson-design activities. The TPACK model avoids a common
oversimplification, where digital devices are perceived as mere add-ons to the
instructional design process and instead highlights the complex interactions between
pedagogy, content, and technology. Although TPACK has been a highly acclaimed and
inspiring model, various issues have been identified by recent research. In particular, it
has remained disputed how the knowledge dimensions should be defined and how their
interplay should be described theoretically (Graham, 2011; Kimmons, 2015), how
TPACK relates to other aspects of technology integration like teacher beliefs (Krauskopf
& Forssell, 2018; Voogt et al., 2013), how TPACK impacts lesson planning (Bilici,
Guzey, & Yamak, 2016; Harris & Hofer, 2011) as well as technology use in lessons
(Agyei & Voogt, 2011; Chuang, Weng, & Huang, 2015; Heitink, Voogt, Verplanken, van
Braak, & Fisser, 2016; Schmidt-Crawford, Tai, Wang, & Jin, 2016) and ultimately
student learning (Chai et al., 2013). Studies have struggled to find clear correlations
between TPACK constructs and the aforementioned aspects (e.g., Akyuz, 2018;
Kopcha, Ottenbreit-Leftwich, Jung, & Baser, 2014; Krauskopf & Forssell, 2018). These
issues could be related to how TPACK is currently understood and measured, as will be
detailed in the following chapters.
VI. Conclusion

:What you have learned 🤔 ?

TPACK, or Technological Pedagogical Content Knowledge, is a model that helps
teachers consider how their knowledge domains intersect in order to effectively teach
and engage students with technology.

VII. References
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.scribd.com/
document/432255546/TPACK-Written-Report&ved=2ahUKEwic9dbZ_-
D3AhXoy4sBHdMhDrgQFnoECAQQAQ&usg=AOvVaw1oMz_V1BXucLZzTE_0aXuF

https://www.sciencedirect.com/science/article/pii/S0747563220303332